The places of not-knowing for new teachers: a diffractive inquiry
DOI:
https://doi.org/10.1344/reire2019.12.121106Keywords:
Places of not-knowing, New teacher, Higher education, Pedagogical relationships, Diffractive inquiryAbstract
INTRODUCTION. This paper is part of a diffractive inquiry about the places of ‘not-knowing’ for new teachers when teaching in a foreign environment. METHOD. The method is based on diffraction and writing as inquiry. After an introduction (prologue) to orient the reader, I describe three learning phenomena occurred during different university classes, and I diffract these with concepts such as institutionalization and normalization in relation to comfort zone, power of address in education and pedagogy of the event. RESULTS and DISCUSSION. The outcomes and discussion are embedded in diffractive inquiry, where questions and issues arise about the possibilities of education if we understand pedagogical relations as a spacetimemattering entanglement in which different positions, power relations and ways of understanding teaching are at stake and must be negotiated. Finally, some lines of inquiry are unfolded to continue investigating pedagogical becoming, embodying the places of ‘not-knowing’ as part of the educational adventure and understanding the writing process (and here, the article itself) also as a learning phenomenon.References
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